What Theory is Not

Sutton, Robert I.; Staw, Barry M.

doi:10.2307/2393788

Cited by 1,441 publications

(1,071 citation statements)

References 19 publications

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“…In fact, it is a hallmark of good theories that they articulate the how and why variables are ordered in a particular way (e.g., Sutton & Staw, 1995;Whetten, 1989). This is perhaps the only basis for advancing a particular causal order in non-experimental studies with simultaneous measurement of the antecedent, mediator, and criterion variables (i.e., classic cross-sectional designs).…”

Section: Theoretical Guidancementioning

confidence: 99%

Clarifying conditions and decision points for mediational type inferences in Organizational Behavior

2006

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SummaryAlthough mediational designs and analyses are quite popular in Organizational Behavior research, there is much confusion surrounding the basis of causal inferences. We review theoretical, research design, and construct validity issues that are important for drawing inferences from mediational analyses. We then distinguish between indirect effects, and partial and full mediational hypotheses and outline decision points for drawing inferences of each type. An empirical illustration is provided using structural equation modeling (SEM) techniques, and we discuss extensions and directions for future research.

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Section: Theoretical Guidancementioning

confidence: 99%

Clarifying conditions and decision points for mediational type inferences in Organizational Behavior

2006

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“…For example, empirical or review submissions in the quantitative/positivist tradition must have a solid theoretical base, where theory is not simply a list of past empirical studies and hypotheses. As Sutton and Staw (1995) note, theory must first of all be explanatory. JOB also encourages methodological diversity (Greenberg, 2007), but these must also meet accepted criteria for high quality research (e.g., see Suddaby, 2006, re.…”

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confidence: 99%

Publishing today is more difficult than ever

Ashkanasy

2009

J Organ Behavior

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“…The long-established problem is that "reading major theorists and writing literature review papers is often passed off as training in theory building, even though such assignments really don't teach one how to craft conceptual arguments" [26] (p. 380). Existing theories (mostly those in English) are distilled, packaged and transmitted across generations of researchers through research training.…”

Section: Current Research Informing Post-monolingual Research Methodomentioning

confidence: 99%

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Singh

2017

Education Sciences

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This paper reports on the ground-breaking research in the study of languages in doctoral education. It argues for democratizing the production and dissemination of original contributions to knowledge through activating and mobilizing multilingual Higher Degree Researchers' (HDRs) capabilities for theorizing through them using their full linguistic repertoire. This paper contributes to this study's development of post-monolingual research methodology which provides a theoretic-pedagogical framework for multilingual HDRs (a) to use their full linguistic repertoire in their research; (b) to develop their capabilities for theorizing and (c) to construct potentially valuable theoretical tools using metaphors, images, concepts and modes of critique. This paper is based on a longitudinal program of collaborative research whereby monolingual Anglophone and multilingual HDRs jointly developed their capabilities for theorizing through producing Anglo-Chinese analytical tools, and the associated pedagogies for using their languages in doctoral research. This longitudinal research program has been undertaken in the field of doctoral education to further a defining feature of democracy, namely linguistic diversity. This research has been conducted with the aims of promoting the multilingualism of Australian universities and activating linguistic communities of scholars to use their full linguistic repertoire in their research. The main finding arising from this program of research has been the development of post-monolingual research methodology which (a) uses the divergences within and between languages to undertake theorizing and (b) in co-existence with the tensions posed by monolingualism, especially the insistence on using extant theories available in only one language. Doctoral pedagogies of intellectual/racial equality provide multilingual HDRs with insights into the debates about the geopolitics governing the use of languages in the production and dissemination of theoretical knowledge and the capabilities for theorizing. Often, from an English-only monolingual mindset, difference and divergence are seen as a recipe for deficits and dissonance. However, this paper challenges such mistaken beliefs by showing that multilingual HDRs can deepen and extend their capabilities for theorizing by using their own linguistic repertoires. Post-monolingual research methodology is to be of enormous benefit to multilingual researchers and scholars engaged in intellectual labor in predominantly English-only monolingual universities.

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What Theory is Not

Cited by 1,441 publications

References 19 publications

Clarifying conditions and decision points for mediational type inferences in Organizational Behavior

Clarifying conditions and decision points for mediational type inferences in Organizational Behavior

Publishing today is more difficult than ever

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

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